As my comprehension of learning theories has increased, I have spent more time on metacognition. I still believe that a lot of my learning is Behaviorist in nature. When rewarded with good grades, I repeat the procedure. When unsatisfied with my grade or instructor feedback, I evaluate my feedback, reread the expectations and produce something different (Ormrod, Schunk & Gredler, 2008). Although this is my primary focus, I am also a connectivist. I connect nodes of information as most adult learners do (Davis, Edmunds & Kelly-Bateman, 2008). When reviewing my previous mind map, the reliance on internet based media becomes immediately apparent. I utilize this technology to connect me with learning resources. I then cross reference these nodes to produce an appropriate synthesis of information. As an adult learner, I am intrinsically motivated and spend time setting goals and reviewing my progress (Conlan, Grabowski & Smith, 2003). My epistemological beliefs have subtly colored my metacognition (Smith & Pourchot, 1998). While I believe that engaging in learning is a choice available to everyone, I understand that educational institutions focus on the behaviors that demonstrate knowledge, not the actual knowledge for obvious measurable accountability reasons. With this ingrained knowledge, I find myself drawn to Pavlov’s work when analyzing my own learning experiences. I don’t look at how much more information my brain is storing, I simply analyze the products of my knowledge. This subtle application of my epistemological belief creates a behaviorist predisposition. Although I find myself constructing knowledge and communicating with others about the information, I remain fixated on behaviorism because it provides a method of measurement not inherent in other learning theories. My overall learning style is a combination of connectivism, constructivism, social learning, cognitive principles and behaviorist adjustments, but my metacognition focuses on the behavioral responses to stimuli.
Throughout this metacognitive journey, I utilized technology for every facet of my education. I research topics utilizing Google Scholar and record information in my One Note. I then create projects via Microsoft Office programs. This complete integration of technology is not limited in application to the laptop. I replay videos and reread information via my cellular phone and highlight text on my nook. Higher education has become a mobile endeavor.
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Ormrod, J. E., Schunk, D. H., & Gredler, M. (2009). Learning theories and instruction. 2009: Pearson Custom Publishing.